Prepositional Phrase

Subject: English Grammar

Class: SS 2

Term: Third Term

Week: Week 4

Topic

TOPIC

Structure: Prepositional Phrase

Structure: Prepositional Phrase

Content: Definition, Examples

 

A prepositional phrase is a group of words that begins with a preposition, ends with a noun or pronoun, and may also include any modifiers of that noun or pronoun.

A prepositional phrase is a group of words, which begins with a preposition and ends with a noun pronoun or noun phrase called its complement.

For example:

• She walked to the store. (The preposition is “to” and the prepositional phrase is “to the store.”)
• The cat is on the roof. (The preposition is “on” and the prepositional phrase is “on the roof.”)
• The book on the desk belongs to me. (The preposition is “on” and the prepositional phrase is “on the desk.”)
• The car drove over the bridge.
• She sat beside her best friend at the movie theater.
• The flowers in the vase are dying.
• I’m going to the beach with my family this weekend.
• The dog ran through the park.
• The teacher gave a lecture on the importance of education.
• The child crawled under the table to hide.
• He’s studying for his exam at the library.
• The plane flew over the mountains.
• The cat slept on top of the warm blanket.

Prepositional phrases can function as adjectives, adverbs, or nouns within a sentence.

As adjectives:

 

• The car with the broken windshield is in the garage. In this sentence, the prepositional phrase “with the broken windshield” is acting as an adjective, modifying the noun “car.” It tells us more information about the car, specifically what condition it’s in.
• The book on the shelf is mine. In this sentence, the prepositional phrase “on the shelf” is acting as an adjective, telling us which book is being referred to.
• The girl with the red dress is my friend. In this sentence, the prepositional phrase “with the red dress” is acting as an adjective, describing the girl’s appearance.
• The student with the highest score gets an award. In this sentence, the prepositional phrase “with the highest score” is acting as an adjective, describing the student’s achievement.
• The man in the black suit is the CEO of the company. In this sentence, the prepositional phrase “in the black suit” is acting as an adjective, describing the man’s clothing.

As adverbs:

• She ran to the store quickly. In this sentence, the prepositional phrase “to the store” is acting as an adverb, telling us where the subject ran to.
• He completed the task with precision. In this sentence, the prepositional phrase “with precision” is acting as an adverb, describing how the task was completed.
• The baby slept through the night peacefully. In this sentence, the prepositional phrase “through the night” is acting as an adverb, telling us for how long the baby slept.
• The team won the game by playing hard. In this sentence, the prepositional phrase “by playing hard” is acting as an adverb, telling us how the team won the game.
• She drove to the beach with her friends. In this sentence, the prepositional phrase “with her friends” is acting as an adverb, telling us who the subject drove with.

As nouns:

• Before the party is the time to prepare. In this sentence, the prepositional phrase “Before the party” is acting as a noun, functioning as the subject of the sentence.
• He’s going to the park for a walk. In this sentence, the prepositional phrase “to the park” is acting as a noun, functioning as the object of the preposition “to.”
• After the concert is the time to meet the band. In this sentence, the prepositional phrase “After the concert” is acting as a noun, functioning as the subject of the sentence.
• The chef with the most experience got the job. In this sentence, the prepositional phrase “with the most experience” is acting as a noun, functioning as the subject complement, or predicate nominative, of the sentence.
• She went to the store for some milk. In this sentence, the prepositional phrase “to the store” is acting as a noun, functioning as the object of the preposition “to.”

Examples 

1. Preposition + Noun
   1. He is in trouble.
   2. Trust in me.
2. Preposition + Pronoun  
   1. Please, bear with me.
   2. Go after them.
3. Preposition + Noun Phrase
   1. She is always yelling at the girls.
   2. We are at the farm.

 

Other Types 

1. Preposition + Wh clause e.g. He was surprised at what she told his friend.
2. Preposition + ing clause e.g. He needs a truck for transporting gravel.

Grammatical Functions

1. Prepositional phrases as Adjectives: A prepositional phrase can function as an adjective when it modifies a noun or pronoun in a sentence. Here are some examples:

• The book on the shelf is mine. (The prepositional phrase “on the shelf” modifies the noun “book.”)
• The girl with the red hat is my sister. (The prepositional phrase “with the red hat” modifies the noun “girl.”)

2. Prepositional phrases as Adverbs: A prepositional phrase can function as an adverb when it modifies a verb, adjective, or another adverb. Here are some examples:

• He jumped over the fence. (The prepositional phrase “over the fence” modifies the verb “jumped.”)
• The cake smells delicious with vanilla extract. (The prepositional phrase “with vanilla extract” modifies the adjective “delicious.”)

3. Prepositional phrases as Nouns: A prepositional phrase can function as a noun when it acts as the subject or object of a verb, or the object of a preposition. Here are some examples:

• In the morning is the best time to exercise. (The prepositional phrase “In the morning” is the subject of the sentence.)
• The man in the hat is my uncle. (The prepositional phrase “in the hat” is the object of the preposition “in.”)

A prepositional phrase can serve as a modifier (an adjective), an adverb or a complement of a verb or complement of an adjective.

• Modifier (adjective) 

 The man with a hat is our teacher.

(Modifies the noun “man”)

 

• Modifier (adverb)

The police caught the thief in the garden.

(Modifies the verb ‘caught’)

 

• Complement of a verb

We believe in what you said.

(Complement of the verb “believe”)

 

• Complement of an adjective

We are sure of his chances. 

(Complements sure)

 

EVALUATION

Using examples to show the grammatical functions of prepositional phrases.

 

1. Which of the following is a prepositional phrase? a) She ran fast b) He likes pizza with mushrooms c) They were playing in the park d) The car drove down the street
2. In the sentence “The book on the shelf is mine”, what is the prepositional phrase? a) The book b) On the shelf c) Is mine d) The
3. Which of the following functions can a prepositional phrase have? a) Verb b) Adjective c) Noun d) All of the above
4. Which of the following sentences contains a prepositional phrase functioning as an adverb? a) She walked to the park b) The boy with the red hat is my friend c) The flowers in the vase are wilted d) They ran across the field
5. What is the prepositional phrase in the sentence “The bird flew over the mountains”? a) The bird b) Flew over c) The mountains d) The
6. In the sentence “The man in the suit is the CEO”, what is the function of the prepositional phrase? a) Adjective b) Adverb c) Noun d) Verb
7. Which of the following is a preposition? a) Run b) On c) Happy d) Jump
8. Which of the following sentences contains a prepositional phrase functioning as a noun? a) She went to the store b) The cat on the roof meowed loudly c) I read a book in the park d) They played with the dog in the backyard
9. What is the prepositional phrase in the sentence “The flowers in the garden are blooming”? a) The flowers b) In the garden c) Are blooming d) The
10. Which of the following sentences contains a prepositional phrase functioning as an adjective? a) The teacher at the school is strict b) The dog under the table is sleeping c) The boy with the red shirt is my cousin d) The car drove down the street

Homework

1. In which of the following sentences does the prepositional phrase function as an adjective? a) The cat jumped over the fence. b) The book on the shelf is mine. c) I went to the store for some groceries. d) She stood beside the tall building.

Answer: b) The book on the shelf is mine.

2. In which of the following sentences does the prepositional phrase function as an adverb? a) I put the pencil on the table. b) The ball is under the couch. c) The teacher taught the lesson to the students. d) She ran through the park to get home.

Answer: d) She ran through the park to get home.

3. In which of the following sentences does the prepositional phrase function as a noun? a) The dog in the yard barked loudly. b) The movie about space was interesting. c) She gave the gift to her friend. d) His fear of heights prevented him from climbing the ladder.

Answer: d) His fear of heights prevented him from climbing the ladder.

4. In which of the following sentences does the prepositional phrase function as an adjective? a) The girl with the brown hair sang beautifully. b) I walked through the woods for hours. c) They traveled by train to New York. d) The cake for the party was delicious.

Answer: a) The girl with the brown hair sang beautifully.

5. In which of the following sentences does the prepositional phrase function as an adverb? a) The children ran towards the playground. b) The cat sat on the windowsill. c) She wrote a letter to her grandmother in England. d) We are going to the beach for the weekend.

Answer: a) The children ran towards the playground.

6. In which of the following sentences does the prepositional phrase function as a noun? a) The man in the red shirt was my father. b) The woman at the front desk was very helpful. c) He went to the store for some bread. d) Her love for animals is evident in her career choice.

Answer: d) Her love for animals is evident in her career choice.

7. In which of the following sentences does the prepositional phrase function as an adjective? a) The car with the broken windshield needs to be fixed. b) I’m going to the party with my friends. c) She ran through the rain to get to the bus stop. d) The flowers in the garden are blooming beautifully.

Answer: a) The car with the broken windshield needs to be fixed.

8. In which of the following sentences does the prepositional phrase function as an adverb? a) They went to the concert for the music. b) The bird flew over the house. c) The teacher gave the assignment to the students. d) He drove the car to the mechanic for repairs.

Answer: a) They went to the concert for the music.

9. In which of the following sentences does the prepositional phrase function as a noun? a) The girl in the blue dress was my sister. b) The boy under the tree was reading a book. c) She gave the pen to her friend. d) His interest in music led him to pursue a career in the industry.

Answer: d) His interest in music led him to pursue a career in the industry.

10. In which of the following sentences does the prepositional phrase function as an adjective? a) The boy with the broken arm needs medical attention. b) We walked to the park in the afternoon. c) The rain poured down on the city streets. d) The cookies for the party were baked by my mom.

Answer: a

1. Topic: The Use of the Dictionary, Page 129

Content: Definition, Structure Dictionary work 

A dictionary is a book that gives a list of the words of a language in alphabetical order and explains what they mean or gives a word for them in a foreign language:e.g a French- English dictionary.

 

A common dictionary typically has following structure.

1. Word entry i.e the word to be explained is written showing  its breakdown into syllables e.g. dic-tion-ary
2. Transcription: the word is transcribed using phonetic symbols in order  to show how it should be pronounced e.g. dictionary/ dikʃƏnri/ 
3. The stress is indicated through the placement of a mark beside the top of the symbol which begins the syllable which carries the primary stress. It is placed at the bottom of the symbol which begins the syllable which carries the secondary stress / dikʃƏnri/
4. The word class is also entered e.g. different /difƏrenʃI/ noun, adjective.This shows the word can be used as a noun or as an adjective .

The use of numbering e.g. 1,2,3 shows the various levels of meaning into which a word can be put. e,g. the word “difficult” can mean.

1. not easy 
2. full of problems 
3. (people) not easy to please 

1. The variety of (Br E) British English, North American English (N.A.M.E) or Zealand English (NZE)can be  written beside a word.
2. Other pieces of information which are used to explain a word include: 

Pl =  Plural

C =  Countable

U = Uncountable 

Syn = Synonym

Ant = Antonym

Idm = Idiom 

Fig = Figurative language 

Tech = technical usage 

Opp = opposite 

PHRV = Phrasal verb

Sth=  Something

A dictionary is a book or electronic tool that provides definitions and meanings of words, as well as their pronunciation, spelling, and usage. It is an essential tool for anyone learning a new language or trying to improve their vocabulary.

Here are some examples of how to use a dictionary:

1. To find the meaning of a word: Let’s say you come across the word “obnoxious” in a book and you’re not sure what it means. You can use a dictionary to look up the word and find its meaning, which is “extremely unpleasant or offensive.”
2. To check the spelling of a word: If you’re not sure how to spell a word, you can look it up in a dictionary to find the correct spelling. For example, if you’re not sure if it’s “accommodate” or “acommodate,” a dictionary will show you that the correct spelling is with two “c’s” and two “m’s.”
3. To learn the pronunciation of a word: Some words can be tricky to pronounce, especially if they are borrowed from another language. A dictionary can help you learn the correct pronunciation of a word. For example, if you’re not sure how to pronounce “quinoa,” a dictionary will show you that it’s pronounced “KEEN-wah.”
4. To find synonyms and antonyms: Dictionaries often provide synonyms (words that have the same or similar meanings) and antonyms (words that have opposite meanings) for a given word. For example, if you’re looking for a synonym for “happy,” a dictionary might suggest “joyful” or “pleased,” while an antonym could be “sad” or “miserable.”
5. To understand idiomatic expressions: Dictionaries can also help you understand idiomatic expressions, which are phrases that cannot be translated literally. For example, the expression “break a leg” means “good luck” in the theater world, and a dictionary can help you understand the meaning behind the phrase.

EVALUATION 

1. What is the purpose of a dictionary? a) To provide definitions of words b) To write stories c) To draw pictures
2. What can you find in a dictionary? a) Meanings of words b) Recipes c) Musical notes
3. What can a dictionary help you with? a) Spelling b) Cooking c) Gardening
4. What can you learn from a dictionary? a) Pronunciation of words b) How to drive a car c) How to knit a sweater
5. What is an antonym? a) A word that has the same meaning as another word b) A word that has an opposite meaning to another word c) A made-up word
6. What is a synonym? a) A word that has an opposite meaning to another word b) A made-up word c) A word that has the same meaning as another word
7. What is an idiom? a) A phrase that can be translated literally b) A phrase that cannot be translated literally c) A phrase that means nothing
8. What can you use a dictionary for when writing an essay? a) Finding the correct spelling of words b) Finding the meaning of words c) Both a and b
9. What can a dictionary help you with when reading a book? a) Understanding the meaning of unfamiliar words b) Cooking a meal c) Playing a musical instrument
10. Is a dictionary useful for learning a new language? a) Yes b) No c) Maybe

Use a standard dictionary to do the class work on page 129- 130

 

READING ASSIGNMENT 

Main text page 129 – 130

 

Grammar: Rules of Concord 

Content:

Concord is the agreement of the subject with the verb in a sentence 

Grammar is the set of rules that govern the structure and use of language. One important aspect of grammar is the rules of concord, also known as subject-verb agreement. This refers to the fact that the verb in a sentence must agree with its subject in number (singular or plural).

Here are some examples of the rules of concord:

1. If the subject is singular, the verb must also be singular. For example: “The dog barks” (not “The dog bark”).
2. If the subject is plural, the verb must also be plural. For example: “The dogs bark” (not “The dogs barks”).
3. If the subject is a collective noun, the verb can be either singular or plural, depending on the context. For example: “The team wins the game” (singular verb) and “The team celebrate their victory” (plural verb).
4. When a subject is joined by “and,” the verb is plural. For example: “John and Mary are going to the movies” (not “John and Mary is going to the movies”).
5. When a subject is joined by “or” or “nor,” the verb agrees with the closest subject. For example: “Neither the cat nor the dog is allowed on the couch” and “Either the cat or the dogs are making noise.”
6. When a subject is a singular noun that ends in “s,” the verb can be either singular or plural. For example: “Mathematics is my favorite subject” (singular verb) and “Mathematics are difficult for some students” (plural verb).
7. When a subject is a collective noun that is considered as a single entity, the verb is singular. For example: “The committee meets once a month” (not “The committee meet once a month”).

It’s important to understand and follow the rules of concord in order to write and speak in correct English. Incorrect concord can make sentences difficult to understand and can affect the overall meaning of a sentence or paragraph.

Rules 

1. When the subject is in the third person and singular, the verb in the present takes ‘s’ or ‘-es’ e.g. Monica listens attentively. 
2. When the subject is in the first person, second person and third person plural number, the base form (i.e. plural verb is used.) e.g. 

We go to church every Sunday,

You brush your teeth every morning.

They/the children make a lot of noise in school. 

1. In a noun phrase, the verb must agree with the head word i.e. main word e.g. 

One of my students has travelled abroad.

Everyone of the pupils was rewarded. 

1. Two or more singular nouns, connected by ‘and’ expressing the same person/idea/thing must take a singular verb. E.g. 

Rice and beans is my best food.

The long and short of the matter is that we must work

My friend and teacher has made my dream come true.

1. Two or more nouns connected by ‘and’ but referring to different things must go with a plural verb. 

My friend and my brother have arrived.

1. A group of words starting with ‘each’ or ‘every’, ‘either’ or ‘neither’ should take a singular verb. 

Every man and woman has his own destiny. 

Each student was asked to pay some fee. 

Neither Tolu nor Teni pays attention to instructions. 

Either Tiler or Tony has done the needful. 

1. If one of the two nouns connected by ‘nor’, ‘or’ is plural, or differ in person, the verb agrees with the closest noun to the verb in a sentence. 

Either Temi or her sisters are interested in novels. 

Neither the Principal nor the teachers have come to school.

Either my brother or I am travelling next week. 

Neither you nor Victoria has paid the required due. 

1. Indefinite pronouns and nouns ending with ‘s’ but singular in meaning must take singular verbs. 

Everybody is here. Everything is all right.

Everyone has spoken. Nothing has happened.

Politics is a dirty game in Nigeria.

The news is broadcast at 6pm.

 

EVALUATION

Identify five guiding rules of subject – verb agreement and write two examples for each. 

1. What are the rules of concord in grammar? a) Rules that govern the structure and use of language b) Rules that govern the use of punctuation c) Rules that govern the use of adjectives
2. What is subject-verb agreement? a) When the subject and verb in a sentence match in number b) When the subject and verb in a sentence match in tense c) When the subject and verb in a sentence match in tone
3. When is the verb singular in a sentence? a) When the subject is plural b) When the subject is a collective noun c) When the subject is singular
4. When is the verb plural in a sentence? a) When the subject is a singular noun ending in “s” b) When the subject is a collective noun considered as a single entity c) When the subject is joined by “and”
5. How does the verb agree in a sentence with a singular noun ending in “s”? a) The verb can be either singular or plural b) The verb is always singular c) The verb is always plural
6. What is the rule for subject-verb agreement when the subject is a collective noun that is considered as a single entity? a) The verb is always singular b) The verb is always plural c) The verb can be either singular or plural
7. What happens when the subject is joined by “or” or “nor”? a) The verb agrees with the closest subject b) The verb agrees with the first subject mentioned c) The verb agrees with the last subject mentioned
8. When is the verb plural when using the word “and” to connect the subject? a) Always b) Only when both subjects are plural c) Only when both subjects are singular
9. What is the rule for subject-verb agreement when the subject is a collective noun? a) The verb can be either singular or plural, depending on the context b) The verb is always singular c) The verb is always plural
10. Why is it important to understand and follow the rules of concord in grammar? a) To write and speak in correct English b) To make sentences difficult to understand c) To affect the overall meaning of a sentence or paragraph

READING ASSIGNMENT 

Pg 230. Countdown English 

 

Comprehension: Bullying (pg 84, Countdown English)

Content 

This is a comprehension passage on bullying. It explains how it is done amongst children and the behaviour of children who are bullied. This will also help you to know whether you are involved in it. 

Bullying is a problem that affects many young people today. It can take many forms, including physical bullying, verbal bullying, and cyberbullying. Physical bullying involves using force or violence to hurt or intimidate someone, while verbal bullying involves using hurtful words or insults to make someone feel bad. Cyberbullying is a form of bullying that takes place online, often through social media or messaging apps.

Bullying can have a serious impact on the lives of those who experience it. It can lead to low self-esteem, depression, anxiety, and even suicide. Many young people who experience bullying may feel helpless and alone, not knowing where to turn for help.

Fortunately, there are things that can be done to prevent bullying and support those who have experienced it. Schools and communities can work together to create safe environments where bullying is not tolerated. Parents and teachers can teach children about empathy and kindness, and encourage them to stand up for others who are being bullied.

If you or someone you know is being bullied, it’s important to speak up and seek help. Talk to a trusted adult, such as a teacher, counselor, or parent, who can provide support and guidance. Remember that bullying is never okay, and that everyone has the right to feel safe and respected.

In conclusion, bullying is a serious problem that affects many young people today. It can have a negative impact on the lives of those who experience it, but there are things that can be done to prevent bullying and support those who have been affected by it. By working together as a community, we can create safe and welcoming environments where everyone feels valued and respected

EVALUATION

1. What are the three types of bullying? a) Physical, verbal, and cyber b) Emotional, mental, and physical c) Verbal, mental, and emotional
2. How can bullying affect someone’s mental health? a) It can lead to low self-esteem, depression, and anxiety b) It can lead to physical injury and pain c) It can make someone feel more popular and respected
3. What is cyberbullying? a) A form of bullying that takes place in the physical world b) A form of bullying that takes place online c) A form of bullying that involves using physical force to intimidate someone
4. What can schools and communities do to prevent bullying? a) Create safe environments where bullying is not tolerated b) Encourage bullying behavior among students c) Ignore bullying and hope it goes away on its own
5. What can parents and teachers do to prevent bullying? a) Teach children about empathy and kindness b) Ignore bullying behavior and hope it goes away on its own c) Tell children to keep quiet about bullying so they don’t make things worse
6. What should you do if you or someone you know is being bullied? a) Speak up and seek help from a trusted adult b) Keep quiet and hope the bullying stops on its own c) Fight back physically against the bully
7. Why is it important to create safe and welcoming environments in schools and communities? a) So that everyone feels valued and respected b) So that bullies can continue their behavior without consequences c) So that people who are different can be excluded and bullied
8. How can bullying affect someone’s self-esteem? a) It can make them feel worthless and unimportant b) It can make them feel more confident and powerful c) It doesn’t affect self-esteem at all
9. Why is it important to talk to a trusted adult if you or someone you know is being bullied? a) They can provide support and guidance b) They will make things worse by telling the bully c) They won’t believe you or take you seriously
10. What is the most important message to remember about bullying? a) It is never okay b) It is a normal part of growing up c) It is only harmful if someone is physically hurt

Read the passage and answer the questions on it. 

Lesson Plan Presentation:

Grammar, Vocabulary and Comprehension Lesson on Bullying for SS 2 Students

Objective: By the end of the lesson, students will be able to identify and use the rules of concord in sentences, define key vocabulary words related to bullying, and demonstrate comprehension of a text about bullying.

Materials:

• Whiteboard and markers
• Handouts with sentences for concord exercise
• Vocabulary list with definitions
• Comprehension passage about bullying

Introduction (10 minutes):

• Greet students and explain the objectives of the lesson
• Ask students what they know about bullying and write their responses on the board
• Review the definition of bullying and the different types of bullying
• Introduce the topic of grammar by asking students if they know what the rules of concord are

Body (35 minutes):

• Write sentences on the board with errors in concord, and ask students to identify and correct them
• Distribute handouts with sentences for students to practice correcting concord errors
• Review the vocabulary list with definitions, and ask students to use each word in a sentence
• Discuss the comprehension passage about bullying as a class, asking questions and clarifying key points

Conclusion (10 minutes):

• Summarize the key points of the lesson, including the rules of concord, vocabulary words, and the importance of understanding and addressing bullying
• Encourage students to ask any remaining questions or share their thoughts on the topic
• Provide any additional resources or support for students who may need it

Assessment:

• Students will be assessed on their ability to identify and correct concord errors in sentences, use vocabulary words in sentences, and demonstrate comprehension of the text about bullying.

Weekly Assessment /Test

1. Which of the following sentences shows correct concord? a) The cat and the dog is sleeping. b) The cat and the dog are sleeping. c) The cat and the dog were sleeping.
2. What is the definition of the word “empathy”? a) The ability to understand and share the feelings of others b) The act of teasing or making fun of someone c) The use of physical force to intimidate someone
3. Why is it important to create safe and welcoming environments in schools and communities? a) So that everyone feels valued and respected b) So that bullies can continue their behavior without consequences c) So that people who are different can be excluded and bullied
4. What is the most important message to remember about bullying? a) It is never okay b) It is a normal part of growing up c) It is only harmful if someone is physically hurt
5. How can bullying affect someone’s mental health? a) It can lead to low self-esteem, depression, and anxiety b) It can make someone feel more popular and respected c) It can lead to physical injury and pain
6. What are the three types of bullying? a) Physical, mental, and emotional b) Emotional, verbal, and physical c) Mental, physical, and cyber
7. What is cyberbullying? a) A form of bullying that takes place in the physical world b) A form of bullying that takes place online c) A form of bullying that involves using physical force to intimidate someone
8. What can schools and communities do to prevent bullying? a) Encourage bullying behavior among students b) Create safe environments where bullying is not tolerated c) Ignore bullying and hope it goes away on its own
9. What should you do if you or someone you know is being bullied? a) Speak up and seek help from a trusted adult b) Keep quiet and hope the bullying stops on its own c) Fight back physically against the bully
10. What is the definition of concord in grammar? a) The agreement between subject and verb in a sentence b) The use of proper punctuation in a sentence c) The use of formal language in a sentence

READING ASSIGNMENT 

Pg 84, Countdown English 

 

GENERAL EVALUATION QUESTIONS

Use an appropriate form of the verbs (go, be, have) in the sentence below.

1. Biola, with her children ___________ to church every Sunday 
2. Many a student ___________ confused on how to study. 
3. Measles ____________ a common children disease. 
4. The basics of English __________ required for its effective use.
5. Either he or you ___________ abused the process. 
6. Deji, as well as his brother ____________ travelled to the US.

 

WEEKEND ASSIGNMENT 

1. Tests for Continuous Assessment, No A, page 194 of Effective English 2
2. Section A,Continuous for Assessment unit 9 no 1-5